Assessment and Data-Based Decision-Making MCQs
Assessment and Data-Based Decision-Making MCQs
Welcome to MCQss.com, your ultimate resource for multiple-choice questions (MCQs) on Assessment and Data-Based Decision-Making. This page offers a wide range of interactive MCQs designed to assess your knowledge and understanding of effectively using assessments and data to inform educational decision-making.
Our free Assessment and Data-Based Decision-Making MCQs on MCQss.com provide a valuable platform to assess your proficiency in this area. By engaging with these MCQs, you can deepen your understanding of effective assessment practices, enhance your data analysis skills, and improve your ability to make data-informed decisions to support student learning.
The benefits of using our Assessment and Data-Based Decision-Making MCQs extend beyond exams. They offer an opportunity to reflect on your assessment practices, expand your knowledge of data-driven decision-making, and improve your ability to use assessments effectively to inform instructional strategies.
1: The progress of students toward their end-of-month goals, as tracked by the use of assessment data is known as AYP
A. True
B. False
2: Derived developmental scores reported in days and months are known as Age equivalents.
A. True
B. False
3: Gathering relevant information to help make decisions are known as ?
A. Assessment
B. Criticism
C. Contempt
D. Disinterest
4: In assessment, a predetermined standard for success or failure are known as ?
A. Benchmark
B. Construct validity
C. Content validity
D. Criterion-referenced tests
5: _______ is a form of technical adequacy in assessment that reflects whether tests provide results that are associated with the construct being measured.
A. Benchmark
B. Construct validity
C. Content validity
D. Criterion-referenced tests
6: A form of technical adequacy in assessment that reflects whether tests contain items that come from a legitimate source and meet basic statistical criteria is known as ?
A. Benchmark
B. Construct validity
C. Content validity
D. Criterion-referenced tests
7: _______ is assessment measures administered for purposes of comparing performance to standards that signal mastery of the content being tested.
A. Benchmark
B. Construct validity
C. Content validity
D. Criterion-referenced tests
8: A form of technical adequacy in assessment that has to do with whether tests produce results different to established tests is known as Criterion-related validity.
A. Benchmark
B. Construct validity
C. Content validity
D. Criterion-referenced tests
9: A form of technical adequacy in assessment that has to do with whether tests produce results different to established tests is known as Criterion-related validity.
A. false
B. true
10: _______ is a means of documenting and collecting a student’s school activities across time.
A. Construct validity
B. Content validity
C. Criterion-referenced tests
D. Cumulative folders
11: Normative scores (e.g., age equivalents, grade equivalents, ratio IQs, percentiles, and standard scores) into which raw scores are converted are known as ?
A. Derived scores
B. Diagnostic measures
C. Ecological assessment
D. None of these
12: Normative scores (e.g., age equivalents, grade equivalents, ratio IQs, percentiles, and standard scores) into which raw scores are converted are known as ?
A. Derived scores
B. Diagnostic measures
C. Ecological assessment
D. None of these
13: _____ is assessments performed to confirm or determine the presence of a condition.
A. Derived scores
B. Diagnostic measures
C. Ecological assessment
D. None of these
14: ______ is an assessment approach that explores the student’s relationship to his or her environment, rather than simply focusing on student strengths and deficits.
A. Derived scores
B. Diagnostic measures
C. Ecological assessment
D. None of these
15: In low-stakes testing, a student has to participate in testing is known as exempt
A. True
B. False
16: Functional behavior assessment consists of ______.
A. Behavioral evaluations
B. Interviews
C. Observations
D. All of these
17: Grade equivalents are derived developmental scores reported in years and 15ths of years.
A. True
B. False
18: State- and district-wide assessments to ensure that some students are making insufficient progress is known as High-stakes assessments .
A. True
B. False
19: _________ is contrasted with the use of an analytical evaluation scale .
A. Holistic evaluation
B. Informal reading inventory
C. High-stakes assessments
D. Input adaptations
20: Which test scores are reported in terms of grade equivalents are known as ?
A. Informal reading inventory
B. Input adaptations
C. Inter-individual
D. None of these
21: How do students access test stimuli and questions ASSESS is known as ?
A. Informal reading inventory
B. Input adaptations
C. Inter-individual
D. None of these
22: Occurring between ______?
A. Involving
B. Two or more people
C. Both a and b
D. None of these
23: In assessment, the strengths and weaknesses a person exhibits across test scores is known as ?
A. Informal reading inventory
B. Input adaptations
C. Inter-individual
D. Intra-individual differences
24: Interpretations of student’s relative standing when his/her scores are compared to that of a different group is known as Norm-referenced interpretations
A. True
B. False
25: Identifying what the behavior means to the students and those around them are known as ?
A. Observations
B. Ignorances
C. Omissions
D. Neglects
26: Scores reported on norm-referenced tests that indicate the percentage of scores are known as ?
A. Percentiles
B. Median
C. Third quartile
D. None of these
27: Procedures used to determine the manner in which students derive a particular answer when solving a problem is known as Process assessment
A. True
B. False
28: In assessment, the consistency of measurement results are known as ?
A. Reliability
B. Unreliability
C. Inconstancy
D. Inconstancy
29: The use of assessment data to identify quickly and efficiently who is struggling in a particular area is known as ____?
A. Screening
B. Personal communication
C. Arguing with
D. Attacking
30: When generals monitor their own behavior is known as ?
A. Self-regulation
B. Abandon
C. Uncontrol
D. Weakness
31: Compilations of tests that assess the same areas and provide an overview of achievement is known as Survey batteries .
A. True
B. False
32: _______architectural and building designs that meet the needs of everyone, including people with physical challenges are known as Universal design
A. Barrier-free
B. Chock-a-block
C. Crammed
D. Forbidding
33: _____ is the extent to which an assessment device measures what it is supposed to measure.
A. Validity
B. Falsity
C. Falsehood
D. Invalidity
34: A math teacher has introduced long division to her class. She wants to determine if a student with LD is using the correct problem-solving steps, so she gives the student an assessment that requires him to show and explain how he derived answers to long division problems. This is an example of which of the following?
A. Norm-referenced tests
B. Progress monitoring tests
C. Testing for students’ strategies
D. Diagnostic assessments
35: Performance based assessments are useful because they do which of the following?
A. Show a student’s performance relative to his peers
B. Measure student ability against a mastery standard
C. Provide information about a student’s ability that cannot be obtained through conventional testing
D. Identify students who may have learning disabilities
36: A student with cerebral palsy has difficulty with fine motor skills, so during testing he answers multiple choice questions by speaking the answer instead of filling in a bubble sheet. This is an example of which type of testing adaptation?
A. Input adaptation
B. Output adaptation
C. Schedule adaptation
D. Location adaptation
37: Using the ADAPT framework, a teacher has decided to read directions and problems aloud to a student with a reading disability during a math test. This is an example of which type of ADAPT adaptation?
A. Instructional materials
B. Instructional content
C. Instructional objective
D. Instructional delivery
38: ______ can be used by teachers to quickly identify which students may need additional support and supplemental instruction in a certain area.
A. Screening tests
B. Diagnostic assessments
C. Rating scales
D. School records
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Assessment and Data-Based Decision-Making MCQs
